LA.8.1.6.1: The student will use new vocabulary that is introduced and taught directly;
LA.8.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text LA.8.1.6.10: The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools; and LA.8.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection;
LA.8.1.6.3: The student will use context clues to determine meanings of unfamiliar words;
LA.8.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of texts and understand how they affect meaning;
LA.8.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;
LA.8.2.1.8: The student will explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written
LA.8.2.1.2: The student will locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction;
LA.8.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology); and
State your objectives:
Students will be able to report their ideas of stereotypes by creating flowcharts on kidspiration with at least 5 stereotypes with 80% accuracy or 4 out of 5 correct.
Students will be able to identify higher vocabulary by creating a power point with 2 to 3 vocabulary words with 75% accuracy.
Students will be able to compare and contrast characters and plot elements by creating poster boards and completing a test with 75% accuracy.
Students will be able to have a discussion analyzing the literature by getting into groups of 5 or less and come up with at least one conclusion with 100% accuracy.
Students will be able to compose journal entries about their thoughts and ideas on a story with 75% accuracy or 3 out of 4 entries completed.
Select your media;
Kidspiration
Word
PowerPoint
Utilize your media
Create a PowerPoint presentation to introduce new vocabulary words.
Create a flow chart to show understanding of stereotypes.
Use Word to type out journals daily.
Require Learner participation
Monday
Begin by asking the students about stereotypes and allow them to be in discussion. Then ask the students to create a flow chart to display different types of stereotypes. Allow them to work on this for about 20 minutes. If you feel like there is time go ahead and allow them to share some of their flow charts and if not just have them turn them in. Then allow a students to help pass out a paper on the biography of the author. Read through the worksheet as a class and allow them to use the method of popcorn.
Tuesday
Make sure journal is written on the board and ask them to type their journal in a word document. Then go over the vocabulary slides that I have already completed as an example of what they should be creating as groups for the day. Then ask the students to get into groups of about 5 and assign 2-3 vocabulary words per group. Allow them to work through the end of the class period.
Wednesday
Pass out books with the story "Jury of Her Peers" and read through the entire story out loud.
Thursday
Begin class by writing the journal on the board. Ask them to continue to type it in their word journal. Have the class split into groups and for about 20 minutes ask them to discuss why the men did not take the women seriously. Then come back together as a class and allow each group to explain one reason why the men did not take the women seriously.
Friday
Begin class by explaining the importance of their attendance on Monday due to the test being given. Then pass out the vocabulary test and allow them to work on it for about 25 minutes. Then review the authors purpose of the text, as well as the theme, and clues in "Jury of Her Peers". Then go over a few of the short answer question that may be on the test so that the students will be prepared.
Lesson on Stereotyping
Analyze your learners:
8th Grade Language Arts
LA.8.1.6.1: The student will use new vocabulary that is introduced and taught directly;
LA.8.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text
LA.8.1.6.10: The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools; and
LA.8.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection;
LA.8.1.6.3: The student will use context clues to determine meanings of unfamiliar words;
LA.8.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of texts and understand how they affect meaning;
LA.8.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;
LA.8.2.1.8: The student will explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written
LA.8.2.1.2: The student will locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction;
LA.8.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology); and
State your objectives:
Students will be able to report their ideas of stereotypes by creating flowcharts on kidspiration with at least 5 stereotypes with 80% accuracy or 4 out of 5 correct.
Students will be able to identify higher vocabulary by creating a power point with 2 to 3 vocabulary words with 75% accuracy.
Students will be able to compare and contrast characters and plot elements by creating poster boards and completing a test with 75% accuracy.
Students will be able to have a discussion analyzing the literature by getting into groups of 5 or less and come up with at least one conclusion with 100% accuracy.
Students will be able to compose journal entries about their thoughts and ideas on a story with 75% accuracy or 3 out of 4 entries completed.
Select your media;
KidspirationWord
PowerPoint
Utilize your media
Create a PowerPoint presentation to introduce new vocabulary words.Create a flow chart to show understanding of stereotypes.
Use Word to type out journals daily.
Require Learner participation
MondayBegin by asking the students about stereotypes and allow them to be in discussion. Then ask the students to create a flow chart to display different types of stereotypes. Allow them to work on this for about 20 minutes. If you feel like there is time go ahead and allow them to share some of their flow charts and if not just have them turn them in. Then allow a students to help pass out a paper on the biography of the author. Read through the worksheet as a class and allow them to use the method of popcorn.
Tuesday
Make sure journal is written on the board and ask them to type their journal in a word document. Then go over the vocabulary slides that I have already completed as an example of what they should be creating as groups for the day. Then ask the students to get into groups of about 5 and assign 2-3 vocabulary words per group. Allow them to work through the end of the class period.
Wednesday
Pass out books with the story "Jury of Her Peers" and read through the entire story out loud.
Thursday
Begin class by writing the journal on the board. Ask them to continue to type it in their word journal. Have the class split into groups and for about 20 minutes ask them to discuss why the men did not take the women seriously. Then come back together as a class and allow each group to explain one reason why the men did not take the women seriously.
Friday
Begin class by explaining the importance of their attendance on Monday due to the test being given. Then pass out the vocabulary test and allow them to work on it for about 25 minutes. Then review the authors purpose of the text, as well as the theme, and clues in "Jury of Her Peers". Then go over a few of the short answer question that may be on the test so that the students will be prepared.
Evaluate and Revise.
N/A